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Teaching strategies utilized by non-special education teachers in inclusive further education and training classrooms
Author(s)
Van Staden, Shauwn Quinton
Date Issued
2010
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The Policy Document, Education White Paper 6 (Department of
Education, 2001) states that all learners irrespective of
their barriers to learning and development, have a right to
be educated in ordinary schools, together with their peers.
The inclusion of learners who are deaf/hearing impaired in
mainstream Further Education and Training (FET) classrooms
means that these learners are no longer being taught by
special educators who are trained to cater for their
special needs. In this study the learners are taught in
regular classrooms by non-special education subject
teachers who have had no formal training in how to teach
learners with special needs specifically learners who are
deaf/hearing impaired.
A qualitative exploratory design with multiple methods for
data collection (questionnaires, informal discussions, nonparticipant
classroom observations and video footage) was
employed in this study. A non-random purposive sampling
which consisted of three non-special education subject
teachers who teach two learners who are deaf/hearing
impaired in the Further Education and Training phase at two
mainstream educational institutions participated in the
research.
The aim of this study was to explore the kind of strategies
these teachers use when they mediate learning in classrooms
where there are deaf/hearing impaired learners. The study
has indicated that while the educators might express a lack
of confidence in their abilities, they do cater for the
needs of deaf/hearing impaired learners who experience
barriers to learning albeit in different ways.
Education, 2001) states that all learners irrespective of
their barriers to learning and development, have a right to
be educated in ordinary schools, together with their peers.
The inclusion of learners who are deaf/hearing impaired in
mainstream Further Education and Training (FET) classrooms
means that these learners are no longer being taught by
special educators who are trained to cater for their
special needs. In this study the learners are taught in
regular classrooms by non-special education subject
teachers who have had no formal training in how to teach
learners with special needs specifically learners who are
deaf/hearing impaired.
A qualitative exploratory design with multiple methods for
data collection (questionnaires, informal discussions, nonparticipant
classroom observations and video footage) was
employed in this study. A non-random purposive sampling
which consisted of three non-special education subject
teachers who teach two learners who are deaf/hearing
impaired in the Further Education and Training phase at two
mainstream educational institutions participated in the
research.
The aim of this study was to explore the kind of strategies
these teachers use when they mediate learning in classrooms
where there are deaf/hearing impaired learners. The study
has indicated that while the educators might express a lack
of confidence in their abilities, they do cater for the
needs of deaf/hearing impaired learners who experience
barriers to learning albeit in different ways.
Additional information
Thesis (MEd (Education Management))--Cape Peninsula University of Technology, 2010
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